Key Competences and the Transfer of Social Knowledge: Perceptions of Secondary School Pupils
| Autor: | Pedro Miralles-Martínez, Francisco Javier Trigueros-Cano, Jesús Molina-Saorín, José María Álvarez-Martínez-Iglesias |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
media_common.quotation_subject
assessment Geography Planning and Development lcsh:TJ807-830 lcsh:Renewable energy sources Sample (statistics) Management Monitoring Policy and Law geographical and historical knowledge symbols.namesake competences Perception secondary education 050602 political science & public administration Mathematics education critical thinking lcsh:Environmental sciences media_common lcsh:GE1-350 Renewable Energy Sustainability and the Environment lcsh:Environmental effects of industries and plants 05 social sciences Pearson's chi-squared test 050301 education Subject (documents) 0506 political science Test (assessment) lcsh:TD194-195 Critical thinking symbols Descriptive research 0503 education Realization (probability) |
| Zdroj: | Sustainability, Vol 13, Iss 2299, p 2299 (2021) Sustainability Volume 13 Issue 4 |
| ISSN: | 2071-1050 |
| Popis: | The aim of this work is to find out the perception that students in 4th year compulsory secondary education have of the teaching of key competences, as well as the possibility these have of being transferred to a real, everyday situation, according to what they have learned in the subject of Geography and History. For this, an intentional sample was configured in which more than 1400 subjects from 4th year of secondary education (in Spain) have participated, with a level of significance of 0.05 using a scale—original and unpublished—called (EPECOCISO—Evaluation of the Perception of Social Science Competences). It is a quantitative descriptive study in which—through an exploratory factorial analysis—factors 1, 2, and 3 have been selected for the realization of a descriptive study. Subsequently, correlation between factors has been established through the Pearson test and between the different variables that make up each one of them with the socio-demographic variables (distinguishing between ordinal and nominal variables), through the chi-square independence test and Cramer’s V test (nominal) and the linearity test and Goodman’s and Kruskal’s Gamma test (ordinal). Finally, it can be concluded that a methodology based and organized around the development of critical thinking facilitates the acquisition of contents and competences, as well as allowing students to detect the possibility of transferring them and putting them into practice in a real situation that can be presented. |
| Databáze: | OpenAIRE |
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